Supporting Prospective Teachers to Notice Students' Mathematical Thinking through Rehearsal Activities

Autor/inn/en	Anthony, Glenda; Hunter, Jodie; Hunter, Roberta
Titel	Supporting Prospective Teachers to Notice Students' Mathematical Thinking through Rehearsal Activities
Quelle	In: Mathematics Teacher Education and Development, 17 (2015) 2, S.7-24 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Preservice Teachers; Mathematics Instruction; Thinking Skills; Teaching Methods; Teacher Education Programs; Teacher Student Relationship; Mathematics Teachers; Teacher Educators; Coaching (Performance); Skill Development; Elementary School Teachers; Mathematical Concepts; Metacognition; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Elementary school; Grundschule; Volksschule; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Neuseeland
Abstract	In recent years there have been calls for ambitious mathematics teaching which places student thinking and reasoning at the centre of instruction. Drawing on a larger study concerning implementation of practice-based pedagogies within our initial teacher education mathematics programme, this paper examines the range of opportunities for prospective teachers to practise and explore the role of professional noticing within rehearsal activities. We illustrate how the rehearsal process served to highlight components of professional noticing, namely, making students' thinking visible, eliciting and responding to student thinking, and connecting to mathematical ideas. In looking at exemplars of each of these components, we illustrate how the mathematics teacher educators' coaching moves--prompted by their professional noticing of prospective teachers' learning--supported learning. We conjecture that the learning community's collective exchanges within the rehearsals affirmed more than the "desired" teaching orientation towards professional noticing; these efforts also made explicit the "how", "why" and to "what effect" such an orientation has on diverse mathematics learners. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01